MINISTRY OF EDUCATION - nied.edu.na · MINISTRY OF EDUCATION ... 10.4 Grade Descriptors ... Arts...

Republic of Namibia

MINISTRY OF EDUCATION

SENIOR PRIMARY PHASE

For implementation 2016

ARTS SYLLABUS

GRADES 4-7

Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, 2014 Arts Syllabus Grades 4 - 7

ISBN: 978-99945-2-090-9 Printed by NIED Website: http://www.nied.edu.na Publication date: December 2014

Table of Contents

1. Introduction .......................................................................................................................1

2. Rationale ..........................................................................................................................1

3. Aims .................................................................................................................................2

4. Inclusive Education ...........................................................................................................3

5. Links to other subjects and cross-curricular issues ...........................................................3

6. Approach to teaching and learning ...................................................................................5

7. End of phase competencies..............................................................................................6

8. Summary of the learning content ......................................................................................6

9. Learning content ...............................................................................................................8

10. Assessment .................................................................................................................... 17

10.1 Introductory remarks ................................................................................................. 17

10.2 Purpose of assessment ............................................................................................. 17

10.3 Types and methods of assessment ........................................................................... 17

10.4 Grade Descriptors ..................................................................................................... 18

10.5 Continuous Assessment: Detailed guidelines ............................................................ 19

Annexe 1: Glossary of terms ............................................................................................... 21

Annexe 2: Assessment record sheet for Grade 4 ................................................................ 30

Annexe 3: Assessment record sheet for Grades 5-7 ........................................................... 31

Arts syllabus, Grades 4-7, NIED 2014

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1. Introduction This syllabus describes the intended learning and assessment for Arts in the Senior Primary level. As a subject, Arts is within the aesthetic area of learning in the curriculum, but has thematic links to other subjects across the curriculum. Aesthetic This area includes learning to value and to communicate through the arts and to apply aesthetic qualities in other areas as well. It involves sensory, emotional and intellectual experience, and not least creative thinking and activity. In Grade 4, three periods per week are allocated to Arts and the emphasis will be on craft work and music. In Grades 5-7 two periods per week are allocated to this subject. Under optimal circumstances, this subject would need two (2) undisrupted blocked periods per week. 2. Rationale Arts promote the holistic development, balanced growth, socialisation and development of the creative ability of a learner. The subject area is a means through which the process of unfolding, stimulating and capturing the learner's imagination and self-expression takes place. Through this subject area learners explore their inner selves, their environment, and make discoveries about communication through arts media. An arts course should encourage personal expression, imagination, sensitivity, conceptual thinking, powers of observation, an analytical ability and practical attitudes. It should lead to greater understanding of the role of the visual arts in the history of civilizations; widen cultural horizons; and enrich the individual. In addition, it should combine a breadth and depth of study so that it may accommodate a wide range of abilities and individual resources.

Arts complement literary, mathematical, scientific and factual subjects. It is especially concerned with the development of visual perception and aesthetics and is a form of communication and a means of expressing ideas and feelings. The Arts syllabus for the Senior Primary Phase aims at building on the basic concepts of the arts without losing sight of the interconnectedness of activities, developing a spirit of enquiry and experimentation, fostering skills of observation and creativity, and reinforcing work in other areas of the curriculum. The syllabus provides a broad experience-based arts curriculum for all learners. Arts support and enhance the skills needed in other subjects. One of the most fundamental modes of human learning is through play, imitation, music, movement and visual expression. Before they start school, learners will have a repertoire of acquired competencies, which when refined, become artistic expression. The areas where their acquired competencies are strongest will vary from learner to learner.


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3. Aims Arts promote the following aims in the curriculum:

develop the learners social responsibility towards other individuals, family life, the community and the nation as a whole;

enable the learners to contribute to the development of culture in Namibia;

promote wider inter-cultural understanding. Technical aims include:

developing skills in handling a variety of arts media;

developing the ability to choose appropriate media for the task at hand;

developing a sense of fulfilment in their own abilities to use media and technique;

an appreciation of the technical abilities of other artists. Expressive aims include:

developing the ability to express their own ideas, feelings and opinions visually and verbally;

exploring the potential of various visual art media as avenues for personal expression;

developing confidence in their individual powers of expression.

Perceptual aims include:

developing a sense of the aesthetic potential of the visual environment and an understanding of the possibilities for its artistic interpretation;

developing the ability to transform visual arts media into individual responses to reality;

demonstrating their understanding of visual, spatial and conceptual realities.

Appreciation aims include:

attaining an understanding of the meaning and significance of visual art from their own and other cultures, both historical and contemporary and the contributions made by such work to the world today;

being able to relate the work of other artists to their own artistic activity;

using the art terminology with confidence when evaluating their own work and that of other artists.

Arts education promotes cultural awareness and appreciation by:

stimulating the learner's imagination and creativity;

encouraging self-expression, confidence and communication with others;

fostering self-discipline, responsibility and cooperation;

initiating the development of using the arts as a means of expression;

enhancing problem-solving skills. This syllabus is intended as a broad course exploring practical and critical/contextual work through a range of two-dimensional and/or three-dimensional processes. Where Arts as title or descriptor is used in this syllabus, it also encompasses new technologies in addition to traditional media and processes.

It encourages candidates to develop:

an ability to record from direct observation and personal experience;

an ability to identify and solve problems in visual and/or other forms;

creativity, visual awareness, critical and cultural understanding;

an imaginative, creative and personal response;


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confidence, enthusiasm and a sense of achievement in the practice of arts;

growing independence in the refinement and development of ideas and personal outcomes;

engagement and experimentation with a range of media, materials and techniques, including new media where appropriate;

experience of working in relevant frameworks and exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions;

knowledge of a working vocabulary relevant to the subject and an interest in and critical awareness of other practitioners, environments and cultures;

investigative, analytical, experimental, interpretative, practical, technical and expressive skills which aid effective and independent learning.

4. Inclusive Education During the Senior Primary Phase all learners will be able to achieve more than a minimum level of competence, some will be able to do much more. A few learners will just be able to manage the minimum, and must receive support teaching through adapted materials, flexible approaches, assistance from peers and individual attention by the teacher. A small number of learners may have special educational needs, which might require greater individual attention or resources. Some will have disabilities, which do not necessarily limit cognitive and affective learning and development, e.g. visual or hearing impairments or other physical challenged. The arts lend themselves especially well to developing perceptive and expressive skills in learners with special educational needs. Teaching, materials, and assessment for these learners will need to be more specifically adapted in inclusive classes.

Intellectually gifted learners should be catered for through challenging activities and enrichment information. Extra work on the same level as that of other learners cannot be considered as enrichment activities. Enrichment activities must challenge their intellectual level. Gender issues Gender issues should be approached through artistic expression and through the organisation of work. Boys and girls have different ways looking at and reacting to the world around them and expressing these views in their art. By working together in art they can enrich one another’s way of understanding and expressing themselves. 5. Links to other subjects and cross-curricular issues Visual art, music, drama and dance are always about something. That “something” will be matters of interest and concern on the part of the learners, much of which is contained in themes and topics from other subjects such as Social Studies, Religious Education, and Languages, Mathematical, Scientific and factual subjects, etc. The arts provide scope for reflecting over and expressing feelings and thus for developing emotional as well as cognitive intelligence more than many other subjects. Cross-curricular issues such as the environment and Human Rights and Democracy are main concerns of learners. The HIV and AIDS pandemic with widespread illness and death is one area where arts can help learners deal with difficult reactions and feelings. The learner will gradually work through these to build empathy with the victims, self-confidence, assertiveness and hope for themselves and support for others.

Role-play, mime, dramatisation and art work are used as part of learner-centred teaching methods in other subjects. Developing the learners’ skills in these areas, Arts will help


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improve their learning when using them in other subjects and thus enhance learning across the curriculum. The cross-curricular issues include Environmental Learning; HIV and AIDS; Population Education; Education for Human Rights and Democracy (EHRD), Information and Communication Technology (ICT) and Road Safety. These have been introduced to the formal curriculum to be dealt with in each subject and across all phases, because each of the issues deals with particular risks and challenges in our Namibian society. All of our learners need to:

understand the nature of these risks and challenges;

know how they will have impact on our society and on the quality of life of our people now and in the future;

understand how these risks and challenges can be addressed on a national and global level;

understand how each learner can play a part in addressing these risks and challenges in their own school and local community (community-based project).

The main risks and challenges have been identified as:

the challenges and risks we face if we do not care for and manage our natural resources;

the challenges and risks caused by HIV and AIDS;

the challenges and risks to health caused by poor personal hygiene, pollution, poor sanitation and waste management;

the challenges and risks we face if we do not adhere to Road Safety measures;

the challenges and risks to democracy and social stability caused by inequity and governance that ignores rights and responsibilities;

the challenges and risks we face from globalisation. Since some topics/activities are more suitable to address specific cross-curricular issues, those issues will receive more emphasis in those particular subjects. In this syllabus the following are links to cross-curricular issues:

Environmen-tal Learning

HIV and AIDS Population Education

EHRD ICT Road Safety

Grade 4

Visual art (Handicrafts),beadwork, paper folding, hide work, leather work, spirelli weaving, weaving, macramé, puppet making, tin work, patch work, 3 D-work, paintings, drawing,

Drawing, painting, singing.

Painting. Visual art (Handicrafts), beadwork, paper folding, hide work, leather work, spirelli weaving, weaving, macramé, puppet making, tin work, patch work, 3 D-work, paintings, drawing,

Use the paint program to draw pictures.

Drawing, painting, singing.


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Environmen-tal Learning

HIV and AIDS Population Education

EHRD ICT Road Safety

collage, mosaic, construction, modelling.

collage, mosaic, construction, modelling.

Grade 5

Using materials from the environment, visual art, songs and drama about the environment.

Drawing, painting, songs, drama, about HIV and AIDS.

Population issues expressed through drawing, music, drama.

Songs, music, drama about Human Rights.


Drawing, painting, songs, drama, about Road Safety.

Grade 6


Drawing, painting, songs, drama, about HIV and AIDS.


Songs, music, drama about Human Rights and Children’s rights,


Drawing, painting, songs, drama, about Road Safety.

Grade 7


Drawing, painting, songs, drama, about HIV and AIDS and about one’s own feelings about it.


Songs, music, drama about Human Rights, Children’s rights, Rights of the Girl child, expressing oneself freely.


Drawing, painting, songs, drama, about Road Safety and about one’s own feelings about it

6. Approach to teaching and learning The approach to teaching and learning Arts is based on a learner-centred education (LCE) as described in ministerial policy documents and the LCE conceptual framework. This approach ensures optimal quality of learning when the principles are put into practice. The aim is to develop learning with understanding, knowledge, skills and attitudes to contribute to the development of society. The starting point for teaching and learning is the fact that the learner brings to the school a wealth of knowledge and social experience gained continually from the family, community and through interaction with the environment. Learning in the school must involve, build on, extend and challenge the learner’s prior knowledge and experience.


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Learners learn best when they are actively involved in the learning process through a high degree of participation, contribution and production. At the same time, each learner is an individual with his/her own needs, pace of learning, experiences and abilities. The teacher must be able to sense the needs of the learners, the nature of the learning to be done and how to shape learning experiences accordingly. Teaching strategies must therefore be varied but flexible within well-structured sequences of lessons. The teacher must decide, in relation to the learning objectives and competencies to be achieved, when it is best to convey content directly, when it is best to let learners discover or explore information for themselves, when they need directed learning, when they need reinforcement or enrichment learning, when there is a particular progression of skills or information that needs to be followed, or when the learners can be allowed to find their own way through a topic or area of content. Work in groups, in pairs, individually, or as a whole class must therefore be organised as appropriate to the task in hand. Co-operative and collaborative learning should be encouraged wherever possible. In such cases, tasks must be designed so that pair or group work is needed to complete it, otherwise the learners will not see any relevance in carrying out tasks together. As the learners develop personal, social and communication skills, they can gradually be given increasing responsibility to participate in planning and evaluating their work, under the teacher’s guidance. A relevant topic is given according to the grade interest and development for each term. The learners have to do research on the topic and write a simple play. They must have a story line with a beginning, climax and an end (happy or sad).They must write appropriate music and create appropriate dance sequences for the relevant topic. They must create props (visual arts) for the play. They perform the play for assessment in the class. The learners may use expertise from the community to help them with the music and dance sequence. This will take approximately six to seven weeks. The rest of the term the learners will learn and master new useful handicraft activities. 7. End of phase competencies On entry to the Senior Primary phase, all learners are expected to be able to master a variety of handicrafts. In Grade 5 all learners are expected to be able to write a short play by adding text to story lines and perform it. The play must consist out of dialogue, music, dance and visual art. All the learners will be able to manage the minimum number of competencies. On completing the Senior Primary phase of education in Arts, learners are expected to be able to write a play and perform it. The play must consist of script, music, dance and visual art relevant to the topic. 8. Summary of the learning content

Arts is first and foremost a developmental rather than a rigidly structured subject. As such, it is not desirable to try to prescribe a structured progression. The content and competencies are generic. As the learner develops, the command of art topics and expression should become more sophisticated. Note to teachers: When selecting handicrafts in Grade 4, please consult the Home Ecology teacher(s) for Grades 5-7 to determine which handicrafts they will cover. It is recommended that the same handicrafts are not taught in Arts and Home Ecology in the same school. This will expose learners to a greater variety of handicraft skills.


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The following table gives an overview of what learners should be able to do:

EXPLORING Dance Drama Music

PLANNING/PARTICIPATING Individual involvement and group processes

CREATING

Visual art:

Colour; Shape; Texture; Pattern, Line, Composition Drawing, Printing, Painting, Collage, Mosaic, Weaving, Construction, Modeling, Design, Macramé

Music Singing Playing Creating

Drama Mime Dialogue (script) Role and character Story (plot) Props, costumes and decor

Dance

Improvised dance Traditional dance Choreographed dances

APPRECIATING


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9. Learning content

THEMES AND TOPICS 1. EXPLORING

LEARNING OBJECTIVES Learners will:

GRADE 4 COMPETENCIES Learners should be able to do/make a selection of:

GRADE 5 COMPETENCIES Learners should be able to:



become aware of movement and gesture

become aware of the possibilities of voice and sounds

become aware of the possibilities of characterisation

in drama:

experiment individually and in groups with facial expressions, voice projecting

in drama:

experiment individually and in groups with facial expressions to distinguish between good and bad, happy and sad

in drama:

experiment individually with facial expressions (anger, happiness, fear, sadness, surprise),

experiment in groups with facial expressions (anger, happiness, fear and sadness)

become aware of body movement

become aware of body expressing

in dance:

experiment with body expression with and without music

in dance:

experiment with movement with and without music: heavy/ light, tense/relaxed, fast/slow, high/low

in dance:

experiment backwards/ side-ways/turning, sound production, stillness/movement, forwards with and without music

make positive contributions in group processes, ensure that no-one is left out, give response to others about their work/ideas when invited to do so

get fully involved in creative work, share own work with others.


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investigate and explore moods and dynamics in voice tones

develop a varied song repertoire –Six (6) new songs each year

improvise melody

co-operate in a group, respecting the needs of others

plan to solve

in music

experiment in groups with vocal sounds

learn and sing new songs as a group (three new songs per term)

in music

experiment individually and in groups with vocal sounds, vocal range and vocal colour by using loud/soft; different vowels and consonants to imitate environmental sounds (dogs, cats, cows, goats, cars)

sing new songs as a group

in music

experiment individually and in groups with different pitches (high, low, middle)

demonstrate the difference between the tempo of full, half and quarter notes by clapping it

keep rhythm, tempo and pitch, singing in a conducted group or alone

sing more challenging songs in terms of melody

in music

experiment individually and in groups

with the design of simple musical instruments

experiment with the building of simple musical instruments

use degrees of loudness, softness and balance in song

perform songs and song games together in their mother tongue, other Namibian languages, English, keeping rhythm, with appropriate movements: clapping, simple percussion (sticks, shakers, hands, drums, whistles, traditional instruments etc.) in unison and/or in harmony where this is common local cultural practice


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sing more challenging songs in terms of pitch, rhythm, tempo, dynamics, and two-three-part harmony, canon ,complete a simple unfinished melodic pattern sung by the teacher; make up alone or with others a tune to fit a short poem or text.


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discover the potential of colour, shape

texture pattern and line

develop skills in creating patterns

develop two/ three dimensional art pieces

create an elementary composition

develop pictorial skills

explore aspects of design

develop modelling skills

develop design skills

develop personal and social skills

develop personal and social skill of expression

develop planning skills develop

effective/efficient time management skills.

in handicrafts

beadwork

paper folding

hide work

leather work

spirelli weaving

weaving

macramé

puppet making

tin work

patch work

3 D-work

paintings

drawing

collage

mosaic

construction modelling

in visual art

experiment individually and in groups with line (dark, light, curved, straight, jagged)

experiment individually and in groups with texture (smooth/rough)

explain their choices of media, materials and colours

experiment with primary, secondary and tertiary colours with paints, crayons, prints and name them

experiment by creating pictures using different materials and processes (brushes, fingers, blowing, scraping, dripping, dabbing of paints, materials such as leaves, seeds, textiles, wool, string, wood, shavings, sand, beads, paper, plastic, wire, punches and any recycle materials from the

in visual art

experiment individually and in groups with shapes (positive, negative), natural, manmade, colours (warm/cool, bright / subdued, tints/shades), pattern (circular and repetitive)

discover and re-create bright and subdued colours in nature and in materials and use them in an art piece

explain their choices of media, materials and colours, and make pictures, pattern work, and shapes, models or figures

explore warm/cool, shades/tints colours

experiment with shapes and patterns of manufactured objects, objects from nature, man-made and recycled materials from the

in visual art

experiment individually and in groups with two and three dimensional objects

collect objects for modelling and construction (sand, wood, leaves, wire, glass, fabric, clay, paper, plastic and any recycled material)

observe and describe patterns in nature and man-made patterns

make and present patterns using drawn, printed or painted lines, squares, waves, circles, repetitions; use potato/foam and object print

create their own pictures/drawings using

with increasing skill a variety of materials,

processes and techniques and explain to others what it means and


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environment)

experiment with materials in the surroundings (wet, dry, slippery, rough, cold, smooth, sharp)

care of art materials (how to clean and how to store)

clean the art venue after they use the venue.

environment

practice making paintings, drawings, prints, collage, mosaic, weaving, beading and wire-work

combining techniques or using different techniques and materials using overlapping shapes, patterns, textures, shades and tints

experiment, in a structured way, with perspective and composition in drawings

analyse the task at hand

express themselves creatively

share ideas about what is to be done and how; work together in collaborative activities (drama, dance, music, visual displays)

how it was done

demonstrate in their work, their progressive understanding of colours, tints and shades; composition and dimension

demonstrate in their work an increasing

awareness and early understanding of style

create an exhibition according to a selected

theme

construct models and figures using different materials(natural, man-made and recycled)

create and construct props for the play

create three dimensional purposeful handicraft

experiment with, and demonstrate options in terms of focal point in drawings or pictures


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care of art materials ( how to clean and how to store)


make and present objects in different natural, recycled and found materials (clay, plastic, wood, glass, wire, wool, string, fibre, textiles, beads, paper) using weaving, folding, cutting, pasting (e.g. a puppet, mask, toy, table mat, gift, beaded, macramé, leather objects)

design, make and present three dimensional objects (e.g. beaded, macramé, leather objects)

care of art materials ( how to clean and how to store)



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THEMES AND TOPICS 2. CREATING






in drama, using the following:

- mime - dialogue (script) - role and character - story (plot) - props, costumes and

decor

develop physical expressiveness

develop the ability to plan role-play

develop the ability to act out a role-play

develop an awareness of the structures of a drama

develop own stage set up and simple props

develop script writing skills

experiment with voice: volume, pitch, tempo, articulation; use voice and movement in characterisation

add on to stories sentence by sentence; make up and dramatise a story with a beginning, building up to a climax, and ending in a (happy or sad) resolution

participate in mirror and mime games; mime animals, a person’s daily actions (eating, drinking, brushing teeth, etc.), moods and expressions; abstracts (wind, fire, storm, calm)

imagine, describe and play characters and their roles in different situations (e.g. friends/enemies, teacher/pupil, mother/child, brother/sister, mother/father)

plan and write script for a simple play

dramatise characters, situations and stories and improvise plays using puppets

imitate by performing progressively more challenging mirror activities accurately

suggest stage set-ups, props and costumes;

present group-planned or individual mime, role-plays, dramatisations


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THEMES AND TOPICS 2. CREATING




GRADE6 COMPETENCIES Learners should be able to:


in dance, using the following:

- improvised dance - traditional dance - choreographed

dances

develop dance skills in rhythm, expression and co-ordination individually or in a choreographed group

participate in musical song games, rhythmic skipping, walking, running, jumping, etc.

perform dances learnt from other class members, an expert in the community, or a video;

repeat movement sequence given by the teacher, another leaner or an expert in the community

experiment with variation in force, flow, sudden/sustained, focus on different parts of the body

improvise increasingly challenging movement sequences to music, improvise a short dance drama of a story present set choreographed and improvised dances in a group, with increasing variation and challenge, share traditional dances

in handicrafts using a selection of crafts

make handicraft articles

drawing

printing

painting

collage

mosaic

weaving

construction

modelling

design

macramé

beading


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THEMES AND TOPICS 3. APPRECIATING


GRADE 4 COMPETENCIES

Learners should be able to do/make a selection of:


Learners should be able to:





develop an understanding of their responses to art and how to communicate them positively

develop confidence in their own expressive abilities

give feedback in every project: talk about their own work and those of others (art, music, a drama or dance), comment in a positive/encouraging way (avoiding simple like/dislike reactions)

explain why they chose what they did, what they intended to communicate/what effect they wanted; communicate his/her interpretation of and response to others’ artistic expression, with an appreciative attitude


explain why they chose what they did, what they intended to communicate/what effect they wanted; communicate his/her interpretation of and response to others’ artistic expression, with an appreciative attitude


explain why they chose what they did, what they intended to communicate/what effect they wanted;

communicate his/her interpretation of and response to others’ artistic expression, with an appreciative attitude


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10. Assessment

10.1 Introductory remarks Assessment in Arts includes informal continuous assessment over a period of time during normal classroom activities. The assessment specified in this syllabus is related to the competencies of the syllabus and to life skills competencies (investigating, interpreting, applying of knowledge and skills, communicating, valuing and participating) and how well each learner achieves within the competencies. 10.2 Purpose of assessment In learner-centred education, assessing the progress and achievements of each learner continuously is an integral part of the teaching and learning process.

Information to the learner The information gathered about the learners' progress and achievements should be used to give feedback to the learners about their strength and weakness. (Where they are doing well, why and where they need to try more, how and why)

Information to the parents The parents should regularly be informed about the progress of their child and be encouraged to reward achievements.

Evaluating the teaching/learning process Information from informal and formal continuous assessment is to be used by the teacher to know where it is necessary to adapt methods and materials to the individual progress and needs of each learner. At the end of each main unit of teaching and at the end of each term, the teacher together with the learners should evaluate the process in terms of tasks completed, participation, what the learners have learnt and what can be done to continually improve the working atmosphere and achievements of the class.

10.3 Types and methods of assessment Continuous Assessment In order to capture the full range and levels of competence, a variety of formal and informal continuous assessment situations is needed to give a complete picture of the learner’s progress and achievements in Arts. Continuous assessment must be clear, simple and manageable, and explicitly anchored in learner-centred principles and practice. Teachers must elicit reliable and valid information of the learner’s performance in the competencies. The information gathered about the learners’ progress and achievements should be used to give feedback to the learners about their strength and weakness, where they are doing well and why, where and how they need to try more. The parents should be regularly informed about the progress of their child in Arts, be encouraged to reward achievements, and given suggestions as to how they can support their learning activities. The learner’s progress in Arts must be reported to parents on the school report.


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Formative Assessment Formative assessment is any assessment made during the school year in order to improve learning and to help shape and direct the teaching-learning process. Assessment has a formative role for learners if and when: - it is used to motivate them to extend their knowledge and skills, establish sound values,

and to promote healthy habits of study - assessment tasks help learners to solve problems intelligently by using what they have

learned - the teacher uses the information to improve teaching methods and learning materials Informal and Formal Methods The teacher must assess how well each learner masters the competencies described in the Arts syllabus and from this gain a picture of the all-round progress of the learner. To a large extent, this can be done in an informal way through structured observation of each learner’s progress in learning and practice situations while they are investigating things, interpreting phenomena and data, applying knowledge, communicating, making value judgements, and in their participation in general. When it is necessary to structure assessment more formally, the teacher should, as far as possible, use the same sort of situation as ordinary learning and practice situations to assess. No test or end-of-term examinations may be written. The continuous assessment mark must appear on the report cards. Evaluation Information from informal and formal continuous assessment is to be used by the teacher to know where it is necessary to adapt methods and materials to the individual progress and needs of each learner. At the end of each main unit of teaching, and at the end of each term, the teacher, together with the learners, should evaluate the process in terms of tasks completed, participation, what the learners have learnt, and what can be done to improve the working atmosphere and achievements of the class. 10.4 Grade Descriptors The learner’s level of achievement in relation to the competencies in the subject syllabus is shown in letter grades. When letter grades are awarded, it is essential that they reflect the learner’s actual level of achievement in relation to the competencies. The relation between the grades awarded and competencies are shown below.


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Grade % Range (Gr. 4-12)

Competency Descriptions

A 80%+ Achieved Competencies exceptionally well. The learner is outstanding in all areas of competency.

B 70-79% Achieved Competencies very well. The learner’s achievement lies substantially above average requirements and is highly proficient in most areas of competency.

C 60-69% Achieved Competencies well. The learner has mastered the competencies and can apply them in unknown situations and contexts.

D 50-59% Achieved Competencies satisfactorily. The learner’s achievement corresponds to average requirements. The learner may be in need of learning support in some areas.

E 40-49% Achieved the minimum number of Competencies to be considered competent. The learner may not have achieved all the competencies, but the learner’s achievement is sufficient to exceed the minimum competency level. The learner is in need of learning support in most areas.

F 0-39% Not achieved the minimum number of Competencies. The learner has not been able to reach a minimum level of competency, even with extensive help from the teacher. The learner is seriously in need of learning support.

10.5 Continuous Assessment: Detailed guidelines Types of Continuous Assessment Continuous assessment should be planned and programmed at the beginning of the year, and kept as simple as possible. Marks given for class and homework activities may be recorded for continuous assessment. In Arts in the Senior Primary phase the continuous assessment tasks are as follows: Summary of Continuous Assessment tasks

Continuous Assessment Grade 4

Term 1 Term 2 Term 3

Components Number & Marks

Total Number & Marks


Total

Exploring/Planning 1x5 5 1x5 5 1x5 5

Creativity 1x5 5 1x5 5 1x5 5

Performing/Making 1x40 40 1x40 40 1x40 40

Term Marks 50 50 50

Weighted Term Marks 100 100 100


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Continuous Assessment Grades 5-7

Term 1 Term 2 Term 3

Components Number & Marks



Total

Exploring/Planning 1x10 10 1x10 10 1x10 10

Creativity 1x10 10 1x10 10 1x10 10

Performing/Making 1x30 30 1x30 30 1x30 30

Term Marks 50 50 50

Weighted Term Marks 100 100 100


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Annexe 1: Glossary of terms aesthetic of the arts: the beautiful, satisfying, and/or appropriate

aptitude natural ability to acquire skill or knowledge

choreography design/plan of a dance

coherence fitting together; understandable

enhance intensify or increase in quality

foster to promote growth and development

generic common to a whole group or class of things

incremental increasing, adding to

inter-cultural sharing differences between different cultures

repertoire all the songs or music which a person can perform

resonance sound vibrating through the air or a substance

rigid firm, strict, not to be changed

sophisticated having refined or cultured taste / habits;

subdued (of colour) soft, gentle, toned down

unison singing the same melody line together

abstract art style of art that shows objects, people, and/or places in a simplified arrangement of shape, line, texture and colour; abstract artwork is created by changing the lines, shapes, or colours of something you see or remember

accent contrasting detail aesthetic beauty in art appliqué craftwork made by stitching pieces of fabric onto a larger piece of cloth

to make a design or picture arrange to organise things in a certain way art appreciation recognition of value in artwork; enjoyment of artwork art elements parts that can be combined to make artwork: line, colour, shape, form,

value, space, texture art principles guidelines used in creating a work of art: balance, contrast, emphasis,

visual movement, pattern, rhythm, unity asymmetry (informal) type of balance in which the two sides of a work of art are not exactly

alike, but are still visually balanced balance art principle that refers to the arrangement of elements in a work art;

there are three types of balance: formal (symmetry) informal (asymmetry), radial (from the centre)


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beadwork craftwork made by stringing beads in various designs and patterns; objects of adornment made with beads

canvas a strong fabric (cotton, linen, etc.) that is prepared as a surface for

painting on carving way of making artwork by cutting away unwanted parts ceramic a word used to describe clay construction and products charcoal drawing stick or pencil made from blackened, charred wood collage work of art created by gluing pieces of paper, cloth, tiles, wood, etc., to

a flat surface colour art element that refers to the way something looks when light strikes it

Primary colors: red, yellow and blue Secondary colours: orange, purple and green Tertiary colours: mix a primary colour and a secondary colour that appears right next to it

colour wheel a circle which shows the relationship between different colours;

complementary colours are directly opposite each other in this arrangement

complementary colours colours opposite each other on the colour wheel that are

contrasting; when mixed together they make a grey or brownish hue

composition arrangement of the parts in a work of art, usually according to the art

principles construction method of making artwork where parts are added, arranged, and joined

until the work is finished contour line that represents the edge of a form or the outline of a shape contrast art principle that refers to the difference between two things (i.e. a light

colour contrasts with a dark colour) crafts works of art that generally have a functional purpose (i.e. pottery,

leatherwork, weaving, batik, jewellery) creative ability to plan, design or make things in a new or different way decorate make artwork more beautiful by adding such things as colour, pattern,

line, etc. design the process of arranging parts of artwork; steps of the design process:

identifying, sketching, researching, selecting, refining, producing, evaluating

drawing making pictures or designs with lines using pencil, charcoal, ink, etc.


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experiment method of getting the most satisfactory results by trying several different ways before choosing the best

foreground in two-dimensional artwork, the lower portion of the picture, where

things usually appear brighter, larger and closer to the viewer form the three-dimensional shape and structure of an object hue another name for colour intensity strength, brightness or purity of a colour line art element that refers to the path made by a pencil or brush;

progressing movement marionette jointed puppet controlled from above by a string attached to the head,

body, and limbs mask three-dimensional artwork of a face covering; it usually has the facial

features of a person, animal or imaginary creature; traditionally used in Africa for harvest celebrations, initiation ceremonies, rituals, etc.

medium substance/material used for doing artwork (i.e. ink, paint, clay) modelling method of making artwork in which soft material, e.g. clay, paper

Mache, is gently pulled, squeezed, and built up mosaic artwork made with small pieces of coloured stone, glass, paper, etc. mural a monumental painting, usually painted directly on a wall or side of a

building natural materials from natural sources such as plants, minerals and animals neutral colours that are brown, black, white or grey observation act of carefully looking at or noticing things oil pastel a kind of pastel for colouring; combines qualities of both chalk and oil overlap when one thing appears to be in front of another papier-mâché a name given to paper crafts utilising newsprint paper moistened with

wallpaper paste or laundry starch pattern art principle that refers to the design created by repetition of shapes,

colours, lines, etc. plaster-of-Paris a white, powdery substance, which, when mixed with water, forms a

quick-setting moulding or casting material printing the process of transferring an image from one surface to another


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proportion the relationship between the size, position, and shape of the different parts of a whole; size, location or amount of something, as compared to that of another

realism things as they really are rhythm is brought about by employing the elements of art, or some of the

elements of art in such a manner that they lead the eye from one part of the picture to another, or to a focal point

sculpture a three-dimensional artwork which can be viewed from all sides shade darker value of colour made by adding black to the original colour shape art element that refers to things that can be two- or three-dimensional;

describes an area of volume, (in two-dimensional work, line and colour can describe a shape; in three-dimensional work, form can describe a shape)

sketch rough drawing that is made to try out an idea or to use for other artwork space art element that refers to the area between and around shapes and

objects; the area on a flat surface, showing depth or perspective stencil paper or flat material with a cut-out design used for printing or lettering;

ink or paint is pressed through the cut-out design onto the surface to be printed

still life arrangement of inanimate (non living) objects to draw or paint style original qualities found in works of art of one person, period of time, or

place symmetry type of balance that refers to artwork that has been arranged so that

one half looks very similar to the other half tempera paint an opaque, water-soluble paint; available in liquid or powder form; also

called poster paint texture art element that refers to the way an object feels when it is touched,

and the way an object looks like it feels, such as rough or smooth three-dimensional artwork that can be measured three ways: height, width, depth (or

thickness), artwork that is not flat tint lighter value of a colour made by adding white to the original colour tone the degree of lightness or darkness two-dimensional a two-dimensional artwork has a flat surface, e.g. drawing, painting,

print tie-dye textile design technique in which cloth is tied in knots and dipped in dye


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value art element that refers to the lightness and darkness of black or a colour in artwork

volume amount of space occupied by something waste materials discarded materials which have been thrown away e.g. litter, old scraps

of leather, litter, etc. unity art principle that refers to the quality of having all parts looks as if they

belong together

NIED syllabus: Arts Senior Primary phase, 2014

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Annexe 2: Assessment record sheet for Grade 4

ARTS Continuous Assessment record sheet for Grade 4

Name of School : Grade :

Subject Teacher : Year :

TERM 1 TERM 2 TERM 3

Name of learner

Ex

plo

rin

g /

Pla

nn

ing

Cre

ati

vit

y

Ma

kin

g

Term

Ma

rk

We

igh

ted

T

erm

Ma

rk (5

0 x

2)

Sy

mb

ol

Ex

plo

rin

g /

Pla

nn

ing

Cre

ati

vit

y

Ma

kin

g

Term

Ma

rk

We

igh

ted

T

erm

Ma

rk (5

0 x

2)

Sy

mb

ol

Ex

plo

rin

g /

Pla

nn

ing

Cre

ati

vit

y

Ma

kin

g

Term

Ma

rk

We

igh

ted

T

erm

Ma

rk (5

0 x

2)

Sy

mb

ol

To

tal T

erm

Ma

rk

(te

rm 1

,2,3

) T

ota

l C

A

(150÷15x10)

Sy

mb

ol

5 5 40 50 100 5 5 40 50 100 5 5 40 50 100 150 100

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

NIED syllabus: Arts Senior Primary phase, 2014

31

Annexe 3: Assessment record sheet for Grades 5-7

ARTS Continuous Assessment record sheet for Grades 5- 7

Name of School : Grade :

Subject Teacher : Year :

TERM 1 TERM 2 TERM 3

Name of learner

Ex

plo

rin

g /

Pla

nn

ing

Cre

ati

vit

y

Pe

rfo

rmin

g/

ma

kin

g

Term

Ma

rk

We

igh

ted

T

erm

Ma

rk (5

0 x

2)

Sy

mb

ol

Ex

plo

rin

g /

Pla

nn

ing

Cre

ati

vit

y

Pe

rfo

rmin

g/

ma

kin

g

Term

Ma

rk

We

igh

ted

T

erm

Ma

rk (5

0 x

2)

Sy

mb

ol

Ex

plo

rin

g /

Pla

nn

ing

Cre

ati

vit

y

Pe

rfo

rmin

g/

ma

kin

g

Term

Ma

rk

We

igh

ted

T

erm

Ma

rk (5

0 x

2)

Sy

mb

ol

To

tal T

erm

Ma

rk

(te

rm 1

,2,3

)

To

tal C

A

(150÷1

5x

10)

Sy

mb

ol

10 10 30 50 100 10 10 30 50 100 10 10 30 50 100 150 100

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

The National Institute for Educational Development Private Bag 2034 Okahandja NAMIBIA Telephone: +264 62 509000 Facsimile: + 264 62 509073 Website: http://www.nied.edu.na © NIED 2014

MINISTRY OF EDUCATION - nied.edu.na · MINISTRY OF EDUCATION ... 10.4 Grade Descriptors ... Arts...

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